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Teacher quality
Principal leadership
Parent involvement
The quality of the learning enivornment has continued to degrade since Dr. Tressler left the school 4 years ago. The teachers openly discuss the "budget" issues in their classrooms which is offensive and inappropriate - I don't want my elementary aged child to worry about financial matters that are best left to adults. It is hit or miss with the teachers - they range from completely apathetic to being passionate. If the teacher assignment doesn't feel right to you - demand a change - don't let the principal bully you!
—Submitted by a parent
This is our second year at this school and my family has been extremely happy with the teachers, the school environment and the overall focus on the child. I love how involved and excited the lower grade teachers about the well-being of the kids in their classes. It shows! The office staff is really friendly too and so is the after care program.
—Submitted by a parent
awsome school you have to let your son/daughter the best school ever its the blue ribbon school
—Submitted by a parent
This is suppose to be a Blue Ribbon School, however the new Principal ONLY has the teachers' interests in mind. A particular disturbing incident took place with a Kindergarten teacher and my child. Upon meeting with the Principal and teacher, the teacher admitted to wrong doing while the Principal scoffed and rolled her eyes at my husband and I. She was unwilling to accomodate the move of our child into another classroom. There has been many other incidents with this particular teacher and yet the Principal continues to do nothing. There are a few good teachers in the bunch, however with such bad leadership, the good teachers tend to be over looked. On an end note, the parents have no say what teacher their children will get the next year, it is actually left up to the previous teacher. My child has been labeled a "naughty" child in his file by his previous teacher, obviously pay back for him telling his parents what she did to him.
—Submitted by a parent
Like one of the reviews stated, there are some very poor teachers at this school, very limited in scope on personality of a child, on which I am extremely disappointed - thus my child is dubbed a so-called "degenerate" when she is a perfectly NORMAL child. I have raised 5 children and this is uncalled for. Be very careful what teacher you have at this school!!
—Submitted by a parent
When you have an average principal, you'll have an average achool. It takes a visionary leader to make a school great!
—Submitted by a parent
Your experience at this school will rely on what teachers your child gets. My children have had some great teachers and some very poor teachers. The current principal is unable to provide leadership which has resulted in a lot of chaos and poor morale. The budget crisis is destroying anything good about public schools; the student to teacher ratio is increasing, the school is run down, the bathrooms are disgusting and teacher morale is in the toilet. I've been disappointed by the lack of creative teaching in the classroom. A lot of worksheets. Way too much teaching to the test. This school takes great pride in its test scores, however, there is more to a school than how well the students test.
—Submitted by a parent
This school is a great school. They work hard on academics and move very quickly....I do feel it is a money school and the PTO asks for a lot of money compared to the other two schools my four children have gone to. I find the teacher's caring and forthcoming and I am very fond of the new principle and am very happy with the new gym teachers getting the children more physically fit!
—Submitted by a parent
I went to Circle View growing up and circle view had great teachers that really liked to help the students when they needed it. Even if the teacher wasn't yours they were still willing to spend time to help you out. Not to mention the kids club is amazing there and the same pleople that were there when I was a kid, still take care of the kids now. I love to go back and help out when ever I can.
—Submitted by a parent
My child is reading at a 2nd grade reading level in kindergarden thanks to his teacher Cindy Vanasse and her staff! This is truly a miracle considering how he wasn't talking at age 4. KV
—Submitted by a parent
My daughter was having trouble reading and her teacher Mrs. Pouelsen even offered to stay after school to help her improve. She was at a level 3 and now is at a level 16. This shows what dedication the teachers have towards the children they teach. How many other teachers have offered your child that? Probably not many. LB
—Submitted by a parent
The 5th grade GATE class led by Kate Andruss is better than gold. I am absolutely astounded by the performance of my grand-daughter. I'm paraphrasing here, but in her words, 'no big deal, we're all this good'. Al di Grandpa
—Submitted by a parent
I have three children at Circle View. I am very happy with the teachers, and their organization. It is true the bathrooms can be a mess, I have seen them cleaned daily, but 400 plus elementary students have to start cleaning up after themselves! I've advised my children to do their part. I've wiped down children's desks myself with anti-bacterial wipes myself at the end of the day, and the parents do a whole lot at this school, we all should be very Proud! And the Gate Program ROCKS!
—Submitted by a parent
My daughter attends Circle View in Miss Britt's Kindergarten. This is a wonderful school with wonderful, caring teachers. The PTO is incredible. I am so proud that my daughter is a student there.
—Submitted by a parent
Academically, Circle View is excellent. Teachers are great. But the sanitation there is very poor. Other elementary schools have their floor cleaned daily, but at Circle View, it is once a week, due to budget cut. It is really too bad that we are treating our top, gifted students so poorly. My kid doesn't want to go to the bathroom because it was just 'gross and dirty'. Kids are not picky about sanitation or cleanlyness. For them to say 'gross and dirty', it is pretty bad. I am seriously considering taking her out of that school, even though she is in the GATE (gifted and talented) program. It is a specialized program for kids who has very high IQ.
—Submitted by a parent
We made a change from St. Bonaventure to Circle View. She was an exceptional student in her claee becasue she enjoied the change of environment so very much. Our teacher was exceptional. Mrs. D' Amato is the best teacher I have ever worked with. Her positive spirit and smiling optimistic personality is infectious. I know this as I had the privelage to participate as a classroom volunteer. The third grade is the moset challenging year as the concepts and mastery of them are numerous and essential. Mrs. D is a pro when it comes to presenting the information and providing the tools needed for the children to master the concepts. I couldn't be happier! The fourth grade thachers have big shoes to fill. I am confident that I wil be pleased. Dr, Tresselor is a formidable leader and rolemodel for all children and Adults. Thank you circle View! Sue L
—Submitted by a parent
My daughter recently completed Kindergarten at Circle View. I could not have been more pleased with her teacher Ms. Lembke. Ms. Lembke was encouraging and supportive of my daughter, and made our first year of school a very rewarding experience. All of the faculty I had to change to interact with left me with a very favorable impression.
—Submitted by a parent
This school is one of the best schools in the OC area. The teachers are very knowledgeable and really care! We put our kids in this school after 3 years of private schools and we feel the education they are getting is even better than the private school. They are really preparing the kids for Jr High and beyond. If you are thinking of a helpful and loving school. Look no farther. Circle View is it!
—Submitted by a parent
School is too large and it is very easy for your child to get lost in the shuffle. Money and funding seems to be a priority. I moved from Northern California where my child is both Gate and honor student. This was not the place for him. We ended up enrolling him in private school.
—Submitted by a parent
This is an excellent school with a great principal and teachers. They all care about the children and how well they do. The teachers communication with the parents are excellent as well. I'm so happy and most of all my child looks forward to summer ending so he could go back!
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 58% in 2012.
115 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
115 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 48% in 2012.
149 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
150 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 67% in 2012.
146 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
146 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 63% in 2012.
131 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
132 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
132 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 77% |
| Females | 76% |
| Males | 77% |
| African American | n/a |
| Asian | 79% |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 79% |
| Students with disability | 46% |
| Students with no reported disability | 80% |
| English learner | 73% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | n/a |
| All Students | 85% |
| Females | 82% |
| Males | 88% |
| African American | n/a |
| Asian | 86% |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 87% |
| Students with disability | 62% |
| Students with no reported disability | 88% |
| English learner | 87% |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 87% |
| Females | 91% |
| Males | 84% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 86% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 98% |
| Parent education - declined to state | n/a |
| All Students | 93% |
| Females | 97% |
| Males | 89% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 80% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 96% |
| English learner | 82% |
| Fluent-English proficient and English only | 94% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 97% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 98% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 85% |
| Females | 86% |
| Males | 84% |
| African American | n/a |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | 85% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 86% |
| Students with disability | 75% |
| Students with no reported disability | 86% |
| English learner | n/a |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | 86% |
| Females | 88% |
| Males | 85% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 81% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 88% |
| Students with disability | 75% |
| Students with no reported disability | 87% |
| English learner | n/a |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 78% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 88% |
| Females | 87% |
| Males | 88% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 80% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 88% |
| Females | 89% |
| Males | 87% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 81% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 96% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 88% |
| Females | 89% |
| Males | 89% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 81% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 61% | 28% | ||
| Multiple or No Response | 16% | 3% | ||
| Asian | 13% | 8% | ||
| Hispanic or Latino | 8% | 49% | ||
| Filipino | 2% | 3% | ||
| African American | 1% | 7% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 6% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 7% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 45% | 85% | ||
| Vietnamese | 21% | 2% | ||
| Mandarin (Putonghua) | 11% | 1% | ||
| Armenian | 4% | 1% | ||
| Farsi (Persian) | 4% | 0% | ||
| Korean | 4% | 1% | ||
| Arabic | 2% | 1% | ||
| Cantonese | 2% | 2% | ||
| Japanese | 2% | 0% | ||
| Polish | 2% | 0% | ||
| Turkish | 2% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 23 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 15 | N/A | 11 |
| Average years teaching | 16 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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6261 Hooker Drive
Huntington Beach,
CA 92647
Website: Click here
Phone: (714) 893-5035
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